CENDEKIA : Jurnal Pendidikan Terintegrasi

Vol. 1 No. 3 (2025): Transformasi Pendidikan Inklusif Berbasis Kearifan Lokal dan Digitalisasi Pembelajaran
Articles

Model Pengukuran Kolaborasi Berbasis Rubrik Komprehensif untuk Menilai Efektivitas PjBL pada Mahasiswa Teknik di Era Industri 4.0

pdf
  • Lalu Ibrohim Burhan
Lalu Ibrohim Burhan
Universitas Gunung Rinjani

Published 2025-12-19

Keywords

  • Desain Kuasi-Eksperimental,
  • Keterampilan Kolaboratif,
  • Pembelajaran Berbasis Proyek,
  • Pendidikan Teknik,
  • Revolusi Industri 4.0

Copyright (c) 2025 Lalu Ibrohim Burhan (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Transformasi pendidikan tinggi pada era Revolusi Industri 4.0 menuntut model pembelajaran yang mampu mengembangkan keterampilan kolaboratif secara sistematis, namun penelitian sebelumnya masih didominasi penilaian subjektif dan belum menyediakan bukti kuantitatif yang kuat pada mahasiswa pendidikan teknik. Kesenjangan ini menunjukkan perlunya evaluasi empiris yang terukur untuk memahami efektivitas Project-Based Learning (PjBL) dalam konteks pembelajaran berbasis teknologi. Penelitian ini bertujuan mengukur efektivitas PjBL dalam meningkatkan keterampilan kolaboratif mahasiswa melalui desain eksperimen kuasi pre–post test. Pengumpulan data dilakukan pada mahasiswa program pendidikan teknik menggunakan rubrik kolaborasi komprehensif, lembar observasi, dan kuesioner persepsi, kemudian dianalisis menggunakan uji statistik parametrik dan normalized gain. Hasil penelitian menunjukkan peningkatan keterampilan kolaboratif sebesar 19,26 poin (30,96%) dengan normalized gain 0,51, serta kontribusi tertinggi berasal dari pembagian peran (34,1%), monitoring mingguan (29,4%), dan evaluasi sejawat (22,7%). Persepsi mahasiswa juga positif dengan skor rata-rata 4,31. Temuan ini menegaskan bahwa PjBL efektif memperkuat interaksi kolaboratif dan kualitas kontribusi teknis mahasiswa. Penelitian ini berkontribusi pada penguatan landasan teoretis dan metodologis dalam evaluasi PjBL serta memberikan implikasi praktis bagi pengembangan kurikulum teknik di era pembelajaran digital.

 

Abstract

Higher education transformation in the Fourth Industrial Revolution requires instructional models that systematically foster collaborative skills; however, prior studies have relied heavily on subjective assessments and lack robust quantitative evidence, particularly within engineering education programs. This gap highlights the need for empirical, measurable evaluations of the effectiveness of Project-Based Learning (PjBL) in technology-enhanced learning environments. This study aimed to assess the efficacy of PjBL in improving students' collaborative skills using a quasi-experimental pre–post test design. Data were collected from engineering education students through a comprehensive collaboration rubric, structured observation sheets, and perception questionnaires, and analyzed using parametric statistics and normalized gain. The findings showed a 19.26-point improvement (30.96%) in collaborative skills, with a normalized gain of 0.51. The most significant contributions came from role distribution (34.1%), weekly monitoring (29.4%), and peer evaluation (22.7%). Student perceptions were also positive, with an overall score of 4.31. These results demonstrate that PjBL effectively strengthens collaborative interaction and enhances the quality of students' technical contributions. The study contributes to refining theoretical and methodological foundations for evaluating PjBL and provides practical implications for curriculum development in engineering education within digital learning ecosystems.

pdf

References

  1. Al-Zoubi, A., Cristobal, S., Shahroury, F., & Castro, M. (2024). The Middle East Higher Education Experience: Implementing Remote Labs to Improve the Acquisition of Skills in Industry 4.0. IEEE Transactions on Learning Technologies, 17, 982–991. https://doi.org/10.1109/tlt.2023.3341490
  2. Almulla, M. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10. https://doi.org/10.1177/2158244020938702
  3. Angulo, P. S., Galindo-Melero, J., De‐Diego‐Poncela, S., & Martín, Ó. (2025). Promoting soft skills in higher engineering education: Assessment of the impact of a teaching methodology based on flipped learning, cooperative work and gamification. Educ. Inf. Technol., 30, 13463–13506. https://doi.org/10.1007/s10639-025-13322-0
  4. Ara’ujo, A. A., Kalinowski, M., & Baldassarre, M. (2025). Embracing Experiential Learning: Hackathons as an Educational Strategy for Shaping Soft Skills in Software Engineering. 2025 IEEE/ACM 37th International Conference on Software Engineering Education and Training (CSEE&T), 319–324. https://doi.org/10.1109/cseet66350.2025.00040
  5. Awwad, F. (2025). Enhancing Electronics Courses Education: Active Learning Strategies for Undergraduate Engineering Students. Int. J. Eng. Pedagog., 15, 42–73. https://doi.org/10.3991/ijep.v15i2.51739
  6. Bishnoi, M. (2020). Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition. Journal for Educators, Teachers and Trainers, 11, 30–45. https://doi.org/10.47750/jett.2020.11.01.004
  7. Bulu, V. R., & Tanggur, F. (2021). The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude. Al-Jabar : Jurnal Pendidikan Matematika. https://doi.org/10.24042/ajpm.v12i1.8831
  8. Dogara, G., Saud, M., Kamin, Y., & Nordin, M. S. Bin. (2020). Project-Based Learning Conceptual Framework for Integrating Soft Skills Among Students of Technical Colleges. IEEE Access, 8, 83718–83727. https://doi.org/10.1109/access.2020.2992092
  9. Goel, M., Gupta, C., & Gupta, V. (2022). A meta-analysis approach to measure the impact of project-based learning outcome with program attainment on student learning using fuzzy inference systems. Heliyon, 8. https://doi.org/10.1016/j.heliyon.2022.e10248
  10. Guo, P., Saab, N., Post, L., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
  11. Hendarwati, E., Nurlaela, L., Bachri, B., & Sa’ida, N. (2021). Collaborative Problem Based Learning Integrated with Online Learning. Int. J. Emerg. Technol. Learn., 16. https://doi.org/10.3991/ijet.v16i13.24159
  12. Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2022). Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning. JPBI (Jurnal Pendidikan Biologi Indonesia). https://doi.org/10.22219/jpbi.v8i1.17622
  13. Khan, M., & Ibrahim, M. (2020). An Investigation of the Effectiveness of Project-based Learning on Students’ Skills in Engineering Modeling and Design Courses. https://doi.org/10.18260/1-2--34139
  14. Khandakar, A., Chowdhury, M., Gonzales, A., Touati, F., Emadi, N. Al, & Ayari, M. (2020). Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development. Sustainability. https://doi.org/10.3390/su12020480
  15. Lee, S., Yoon, J., & Hwang, Y. (2024). Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students. BMC Nursing, 23. https://doi.org/10.1186/s12912-024-02111-8
  16. Luna, A., Chong, M., & Jurburg, D. (2022). Teaching Integration, Trust, Communication, and Collaboration Competencies Using Challenge-Based Learning for Business and Engineering Programs. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17, 89–98. https://doi.org/10.1109/rita.2022.3149828
  17. Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in project-based learning: a survey study of PBL e-learning platforms. Educational Technology Research and Development, 1–29. https://doi.org/10.1007/s11423-023-10202-7
  18. Mohammed, F. S., & Ozdamli, F. (2024). A Systematic Literature Review of Soft Skills in Information Technology Education. Behavioral Sciences, 14. https://doi.org/10.3390/bs14100894
  19. Mora, H., Pont, M., Guilló, A. F., & Pertegal-Felices, M. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Comput. Hum. Behav., 103, 140–150. https://doi.org/10.1016/j.chb.2019.09.008
  20. Reddy, P., Chaudhary, K., & Hussein, S. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9 4. https://doi.org/10.1016/j.heliyon.2023.e14878
  21. Sharma, A., Dutt, H., Sai, C., & Naik, S. (2020). Impact of Project Based Learning Methodology in Engineering. Procedia Computer Science. https://doi.org/10.1016/j.procs.2020.05.133
  22. Venkatraman, S., Benli, F., Wei, Y., & Wahr, F. (2022). Smart Classroom Teaching Strategy to Enhance Higher Order Thinking Skills (HOTS) - An Agile Approach for Education 4.0. Future Internet, 14, 255. https://doi.org/10.3390/fi14090255
  23. Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8. https://doi.org/10.1016/j.heliyon.2022.e11509
  24. Zhang, L., & Yan. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728
  25. Zukarnain, Z., Wan, W., Hassan, C., Kamaruzaman, N., Zin, N., & Aziz, W. (2020). Examining Students’ Aptitude using Project-Based Learning through University-Industry Collaboration. Journal of Physics: Conference Series, 1496. https://doi.org/10.1088/1742-6596/1496/1/012013